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U.C.L.A.

Electrical Engineering

Arizona State University

MBA

Oregon State University

PhD

Education

U.C.L.A. (Electrical Engineering)

Arizona State University (MBA)

Oregon State University (PhD)

About Uran

Hi, my name is Uran. I have taught at the university level on diverse topics such as Corporate Finance, Managerial Economics, BusinessStatistics, Introduction to Statistics, and Mathematical Statistics to graduate students who are not Statistics majors. I have a Bachelor's degree in Electrical Engineering, an M.B.A., an A.B.D. in Finance, and a M.S. and Phd degree in Statistics. I also am currently pursuing a Computer Science degree. Hopefully, I will be done soon. I have tutored mathematics, statistics andprobability, electronics, financial accounting and ethics for student solutions nearby California State University at Northridge, and another tutoring organization near Oregon State University at Corvallis. I tutored for Equal Education Opportunity program at Oregon State University as well. Sometimes, I have to work with math-challenged students or students with learning disability (such as aural or visual dyslexia). I am generally very patient. I do not get frustrated. I break down each concept into easier-to-understand component steps. I try to use visual or symbolic approaches if more conventional approaches fail. Analogies can also be helpful. Following are two examples of my teaching style on two sets of concepts: Example 1: Suppose a student is trying to solve the following hypothetical problem. Suppose x + 3 > 4 is the proposition. Student is tasked to identify the range of values of x that satisfy the above inequality. Since x can stand for any real number, we can try to let x = 0 and see if 0 + 3 > 4 is true. It is not, and therefore the mathematical sentence x + 3 > 4 would not allow x to take on the value 0. 0 is out of our consideration. If x is even less than 0, then since x < 0, x + 3 < 0 + 3 (since x started out to be less than 0, three greater than x is going to be less than 3 greater than 0, or x + 3 < 0 + 3 = 3). If x + 3 < 3, then it cannot be greater than 4, and therefore, any number less than 0 is also not going to be such that x + 3 > 4. So, we can throw out all the choices for x that are less than or equal to 0. Similarly, let x = 1. 1 + 3 > 4 is also false. By similar argument, any choice of x that is less than 1 cannot be greater than 4 (See if student can reconstruct my argument). Be very patient and stress that he/she needs to connect the concepts step by step here. Somewhere in the discourse, we might just have to remind him/her that the statement x + 3 > 4 is either true or false, there are no in-between's. However, as soon as x gets slightly above 1, x + 3 will be slightly above 4. So all x > 1 will satisfy the above statement: x + 3 > 4. This then suggests a method to deal with these "single-inequality" type of problems: Step 1) Treat inequality as if it were an equality and solve the equation for x. x + 3 > 4 is written as if it were x + 3 = 4. x + 3 - 3 = x = 4 - 3 = 1. Step 2) The answer is the number that divides the region for x that makes the inequality valid and invalid. See if number smaller than the answer from Step 1 is valid: x a little less than 1 makes x + 3 a little less than 4. Therefore, any number less than 1 would make x + 3 > 4 untrue. x a little greater than 1 makes x + 3 a little more than 4. Therefore, any number greater than 1 would make x + 3 > 4 true. And we have the solution: {x: x > 1} satisifies the inequality x + 3 > 4. I would go through these steps and offer explanation and how each step is motivated, to help students understand their subjects. Illiciting feedback from the student at every step of the above long argument is important. If student does not understand any of the intervening steps, I would try to explain the concept one more time, using the old approach. If not, then a new approach will need to be designed, sometimes even on the spot, to accomodate student's understanding. If after a reasonable number of tries, the student still does not get it. We may skip to another topic and try later. Beating a point to death all at once does not help student's own self-image. Many often times, a student deals with a complex series of tasks and if we can supply them with basic set of numbers to let them go through the calculations, it would make the entire problem structure more concrete. Sometimes, if algebraic symbolism fails, geometric pictures can help. In any case, example problems should be given to students that are congruent to the complexity (the degrees of freedom) in the problem. For example, in net present value calculations in finance, there is a very simple formula connecting future values of a sum of money (how much a sum of money will be worth) to the present value of that sum (the initial deposit). Briefly, the future value = present value* (1 + interest rate)^number of compounding periods, with ^ standing for exponentiation. Then I can let students work through some of the following problems: i) if future value = 1000, interest rate is 9% per year, number of compounding years = 2, what was the present value? ii) if present value = 1000, interest rate is 9% per year, number of compounding years = 2, what will be the future value? This enforces the idea that with positive interest rate, future values will be greater than present values. Future bank balances will be greater than present bank balances if depositors do not withdraw their money. iii) if future value = 1500, present value = 1000, number of compounding years = 6, what was the interest rate? iv) if future value = 1500, present value = 1000, interest rate = 9% per annum, what would be the number of compounding years. Now, I give the grand summary of all these types of problems. There are four variables, present value, interest rate, number of compounding periods, future value. Given three of the four as numbers, and because I have one equation relating them: future value = present value*(1 + interest rate)^number of compounding periods, I can solve for the value of the other variable. Other financial formulas, such as bond pricing, annuity pricing follow the same structure. Only that the number of variables are different.Hi, my name is Uran. I have taught at the university level on diverse topics such as Corporate Finance, Managerial Economics, Business…Read more

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Accounting

I have gone through Arizona State University's Technology M.B.A. program. I got an A in both financial and managerial accounting. I also have been a successful tutor with WyzAnt on both subjects. Students generally give me 5-star ratings on tutoring on both subjects.

What is tough about these classes are not the mathematics behind the subject, but which accounts are affected with each transaction. Fortunately, there are systematic ways to understand them.

ACT Math

I have taken the SAT and received the 96th percentile in Math. My GMAT score is also in the 98th percentile, while my GRE Math score is in the 94th percentile.

I know how to take these tests and do well on them. More importantly, I am a very good, patient tutor that explains math. concepts very well.

Algebra 1

A lot of Algebra at this stage is about solving problems with x, a variable that is allowed to take on any real number, as a relation of parameters or constants as given in equalities or in-equalities in the problem. Constants are fixed within any given problem, but are allowed to vary across problems.

The crucial concept for understanding at this stage is that for many problems, formulas can be applied because their applicability applies across many numbers, not just a single number in a given case. This comes about because repeated application of the same logic as in a stereo-typical case for a given class of problems (say, when solving for roots of a quadratic equation) is the same, or that the processing steps to get to the solution apply to more than just one set of numbers: they apply to a much wider class such that a universal formula can be given as the way to obtain the solution of different problems within the same class as the values of parameters change. To explain this to children so that they can understand is to point out the inner-relationships among terms that the problem deals with. It is very much doable.

Uran

Algebra 2

Algebra 2 is about using ideas learned from Algebra 1 to solve more difficult problems. I have a Bachelor's degree in Electrical Engineering that requires its frequent application. I also have a PhD in Statistics that requires the same. I should be able to help you in this endeavor.

Biostatistics

The first year of Biostatistics is much like Statistics, as they both go through very similar subject material. It is at the higher level of Statistics that their emphases start to differ. I have taken a graduate course and received an "A" in Survival Data Analysis, and an "A-" in Experimental Design, along with a lot of the other Statistics courses on my way in receiving my PhD in Statistics from Oregon State University. I can definitely help with certain selected topics in Biostatistics, especially on subjects during the first year and those I have listed above.

Calculus

I have studied Calculus since junior year in my high school. I use it extensively in my research work: Perpetual American swaption pricing.

In fact, this is my strongest subject overall. I have leveraged it to get a degree in Engineering, an A.B.D. in Finance, and a Phd in Statistics. All of these subject matters require Calculus as a foundational tool.

Chemistry

I have had Univesity Prep Chemistry and two quarters of College Chemistry.

I have done well in them. It is subject that keeps track of atomic weights and models about where electrons go (relative to the octet rule). Understanding them and the physical models of how elements get combined into compounds go a long way to satisfy what goes on in the subject.

Chinese

I have had 4 years of undergraduate Chinese and received all A's in them. I enjoy teaching others how to say, read, write and communicate in it. I also am a native Chinese speaker; I have written and read Chinese all my life! But better yet, I have lived in the U.S. for 35 years and am also fluent and had spoken English almost all of my life. I am truly bilingual and can go back and forth between the two languages with ease. Therefore, I can explain very well in English, yet speak, read and write great Chinese!

To master Chinese, student needs to master how to say it, how to write it, and listening to other people saying it for aural comprehension.

Fortunately, the saying and listening part has been tremendously helped by a codified system, using English letters, called pinyin. This should aid students tremendously in their listening and speaking skills.

The writing part requires practice, as pictogram-based writing system is so different from phonetic system, such as what is used in European languages. The writing part is aided by recognizing that certain smaller, simpler units of pictograms are used over and over again: three dots on the left side means that the word has something to do with water, four dots at the bottom of a word represents fire (the fire wood at the bottom of a cooking pot when stoves had not been invented yet). Mastering these smaller writing units, called radicals, is like learning greek or latin roots in English. How do you learn how to write Chinese properly? Practice, practice, practice. It is largely a memorization type of a chore.

It is not impossible to master. Frequent reading of Chinese books do remind you of how characters should be written. The grammar of Chinese, however, is another different story. There are similarities, but yet, quite a few differences as to how Chinese sentences are written, as compared to how they are written in English.

But in the end, how good a writer you are in either language requires similar things: command of the language, and a fertile imagination.

Computer Programming

I have taken Javaprogramming courses, C programming courses and 7 other undergraduate and 3 other graduate computer courses. I have never received anything below an A-.

Computer programming, in a broad sense, is the attempt to use step-by-step (algorithmic) instructions to get a machine with a fixed vocabulary to perform tasks.

It involes the break-down of a complex task into simpler modules, hook up the modules in hopefully non-cyclical ways, and excecute the program.

It frequently requires practitioners to know the syntax of the language, and then design from both the top-down and bottom-up system approaches to get at the final solution.

Once the programmer believes he/she has a final solution, program should also undergo testing. Programs are usually targeted towards certain end-users, and therefore, do require end-users approval as well. This is part of testing.

Program scheduling do not necessarily follow conventional assembly line approaches. There are iterative approaches that build and iterate and build and iterate until software is finally built properly, or it is built and then end-user feedbacks and built and then end-user feedbacks again until the end-user is reasonably satisfied with the end program.

Thus, there are lots of strategy for writing programs, and also scheduling the work-flow.

At the programming level, across many different languages there is common syntax, such as if-then, if-then else, for loops, do-while loops, while-do loops, switch statements, and many other programming language constructs that perform certain tasks. Understanding uses of them in one language would allow programmers to transfer that understanding into another.

However, there are really two major paradigms to program: objected-oriented and procedural-oriented (there are others, such as functional-oriented). Procedural-oriented programming utilizes data-flow and calls of successive procedures to achieve tasks. Objected-oriented programming builds objects, together with their allowable behavior (their methods, or really functions or precedures), and look at how they interact with one another.

A good object-oriented programming language might be Java. It is highly recommended because Java programs are platform-independent, that can run on any computer that supports the Java Virtual Machine. A good procedure-oriented programming language is C; however, this programming language, if not used properly, can introduce some major problems.

Once you learn one language from each paradigm, you can pick up other languages more easily!

Differential Equations

I have taken this class twice: once at U.C.L.A., once at University of Washington, and got very good grades each time. I also have taken a full year of graduate level partial differential equations (for physicist), and two courses in differential equations (for mathemtics graduate students)and got all A's in them. I understand the subject very well.

Econometrics

I have taken two years of Econometrics at the graduate level with the University of Washington. Further, I have taken another non-parametric Econometrics course at Oregon State University. My Phd degree is in Statistics; as readers might know, Econometrics is Statistics applied to verifying economic theory. I am verse with regression and time-series analysis. I am also verse with generalized methods of moments, and simulation approaches also.

Econometrics is the science of using statistics to verify economic theory. It is distinctive from data-mining, where practitioners want data to speak for themselves and influence how theory should be formulated.

In truth, we need a little bit of both, but that is just an opinion of a statisician.

Econometrics have several major divisions:one of which is generalized linear regression models.

We need to worry about variance/co-variance structure of the regression residuals in order for us to make i) unbiased estimates and also ii) correct standard error of the slope estimates for correct statistical inference. Ths subject of linear regression, together with generalized linear models, is a vast subject in itself.

Another one of which is time series. For beginners, they are asked to do parametric time series analysis.

The steps to analyzing these data steps are as follows:

i) Make sure that time series are stationary.ii) If not, take differences in successive time series values.iii) Keep taking successive differences on derived data sets until time series is stationaryiv) Fit AutoRegressive Moving Average model so that Box-Jung statistics are insignificant at all lags (residuals have been whitened, or convert to white-noise like data series).

That is the gist in ARIMA modeling.

It has many aspects to it, such as co-integration of non-stationary time series. Seasonality models are also modeled by extending to SARIMA models. And then there are the analogous ARCH, GARCH, and a myriad of other AutoRegressive Conditional Heteroskedasticity type models that look at how conditional variance evolve through time.

There are also other common econometric methods, such as the generalized method of moments type method that are distribution-independent estimation methods.

Then there are structural model estimation. Use of instrumental variables. Identification of the demand curve, etc, that is at the heart of a 1st year econmetric course.

Electrical Engineering

I have a Bachelor's degree in Electrical Engineering. I had also completed 27 of 30 unit Graduate curriculum in Electrical Engineering from Cal. State Northridge. I had worked 7 years in the field as an Electrical Engineer.

I can tutor the following subjects in Electrical Engineering: Basic Circuits, Basic Circuit Theory, Electronics, Fundamentals of Electromagnetics, Fundamentals in Solid State Electronics.

Elementary Math

Addition is like skip-counting: draw a number line 1,2,3,4,5,6,...etc. 2+4 starts at 2 and skips to the right by 4 and wound up with 6, after counts of 4 skips on that number line.

Subtraction is reverse skip-counting, except we skip to the left. 3 - 2 starts at 3 and skips 2 to the left to give 1.

I will also want to teach students the idea how important it is to be correct, even precise, in working situations, and when not to do so under other social situations, so that they can be well-rounded individuals.

Thank you for your time.

English

I attended high school in United States of America, and have also taken and done well in University English.

I have taken theatre and music courses that also help with my English pronunciation immensely.

I speak very good English; it is almost indistinguishable from native speakers.

In particular, I am from Hong Kong, speak perfect CantoneseChinese, and also speak Mandarin, as I have taken four years of Mandarin Chinese at the University level in the United States.

I understand the difficulty students, particularly Chinese students, might have with English, and can help then with writing, hearing, but particularly speaking English with my special techniques in teaching Chinese students.

As in all other things, in order to get good at anything, one needs plenty of practice!

Good luck!

Finance

I have taught Corporate Finance at the University of Washington. I also have taken Financial Accounting, Investment Management, Business Valuation, and International Trade ad Finance in an M.B.A. program and got A's in just about everything. I am also ABD in Finance after passing Qualifying Exam in Finance in the PhD program at the University of Washington. My PhD thesis in Statistics is on pricing the Perpetual Swaption with non-a.s. finite stopping (exercise) times.

GED

I have graduated with a high school degree from San Clemente High School. My G.P.A. from the school is over 3.8. I have also, since then, received a college degree and two graduate degrees. I am especially good with tutoring on the math and grammar portion of the G.E.D. examination. On top of that, I am a very patient and good tutor with good understanding on the subjects he has tutored.

Geometry

Geometry takes a few self-evident truths as axioms, and builds geometric "proofs" out of logical deduction.

The whole system of truths becomes a beauty to behold; it is a rather large system!

Benefits to mastering it include great spatial visualization, understanding perspectives in art, being able to solve seemingly non-geometric mathematical problems with geometric methods, and so forth.

To master it, just apply the following concepts:

i) assume what is given as the truth.ii) do not assume what is not given as the truth, unless that geometric statement has been proved.iii) understand chapter contents; apply them for intervening steps in proofs.iv) the intervening steps are governed by only one thing: logic.

Repeat these often enough, and students can do anything in the mathematical sciences and engineering (with subject-specific understanding, of course).

Java

Java is an object-oriented language that has quite a few nice features, such as automatic-garbage clean-up. As opposed to C, this is like heaven because programmers will not shoot themselves in the foot and hurt themselves too badly.

Object-oriented programming is elegant because programs tend to have high cohesion (little wasted code) and also a high degree of encapsulation (parts of the program code can be modularized to be inter-changeable).Its syntax is also a little like C, which makes its learning easier (if you know C).

Polymorphism and interfaces are some of the features that are available, plus it has a lot of classes of objects. It is definitely a versatile language

Linear Algebra

How do vectors behave algeberically? Linear Algebra concerns itself with this question.

Viewed as study of Linear Transformations, we study the properties of maps that are Linear. It enjoys the porperty that Linear Operations can be commuted, or put in any order, the linear opeations acting on the vector would result in the same vector. This is in general not true for other types of Transformations.

Matrix Algebra is a special sub-class of this special class of Linear Algebra. Its algebraic properties are different from numbers because although it shares many of the properties with algebra of real numbers, A*B is in general not equal to B*A, or that, matrix multiplication are not commutative.Also, the number of numbers to keep track of is only 1 for real numbers, but it is m*n if m is the number of rows and n is the number of columns in the matrix. Such differences introduce new properties for this class of Algebra.

Linear Algebra is the study of this special type of Algebra.

I have had one quarter of Linear Algebra at U.C.L.A., and a 2nd course in Linear Algebra in Linear Model Theory, a sequence of courses in the program of Oregon State University's PhD Statistics program. I have done well in all of them.

Linux

I have taken a course in Linux administration at the Lane County Community College and received an A for the effort.

Prealgebra

Pre-algebra concerns itself with number lines, what inequality means, and provides the necessary structure, such as graphs, in order for students to further their understanding in algebra. We can think of it as understanding the structure of real numbers. Mastering the topic would help students with more advanced subjects, starting from Algebra, but even on other more advanced subjects such as algebra 2, trigonometry, pre-calculus, and calculus. It is the foundation of all of those subjects.

PSAT

PSAT tests students on grammar, sentence completion and various mathematics subjects that are good indications on how well students might do in the SAT roughly a year hence.

Grammar can be rather easy if certain mechanical rules are followed. Sentence completion is a little harder; it requires subject to follow certain "flow" of the passage, then choose what is best from among the choices for answers.

Mathematics part might be review in Algebra or even some Geometry questions. Both can be learned from doing examples.

I have taken the G.M.A.T. and scored at the 99 percentile. I have also taken the G.R.E. and scored 94th percentile for the quantitative, and 90% percentile for the verbal. Thus, I am quite versed in taking these tests.

However, in light of the fact that SAT score is the one that will decide whether student will go to M.I.T. or Harvard or not, it is best to prepare juniors in high school to study for the SAT instead. PSAT is just an "indicator" test that can call out weaknesses and strengths of the student.If you are a junior in high school, waste no-time in starting to prepare for the SAT instead. Am I not right?

I will be glad to be your tutor and try to get you a decent score that can get you admitted to prestigious universities.

Statistics

Hi, my name is Uran C. I have taught graduate level theory courses in Statistics, undergraduate Statistics concept classes, and Business Statistics to Business majors at Oregon State University. I have also tutored one-on-one Statistics to over 10 students. I am an experienced tutor in it, and have a Phd in this subject from Oregon State University. In particular, I also have had over two years of graduate Econometrics as well, and have tutored students in Econometrics as well. I am a good tutor in both theoretical and applied statistics, as I have had a great number of tutoring experiences in this subject!!

If you want to really understand this subject, I believe I am the right tutor for you!!!

Statistics is about coming up with a chance-number that assesses strength of evidence in the real-world data supporting or refuting hypothesis.

For that, we need to understand what hypothesis we are testing for, how to gather data to test it, and how to come up with that chance-number of the last paragraph.

The structure is really not that complicated. The devil, however, is in the details.....